TEACHER’S GUIDE
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Educators, the following pages of the teacher’s guide include
additional information for you to help guide your students
through the activities in their student supplements. The
content and activities meet many social studies PASS
Standards across various grade levels, particularly at grade 4
and the high school level.
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Activity #1: Angie Debo was born in Beattie, Kansas. She
then moved to Marshall, Oklahoma. She went to the University
of Oklahoma in Norman. Then, she went to the University of
Chicago in Chicago, Illinois. From there, she went to West Texas
State Teacher’s College in Canyon, Texas. She went on to work in
Oklahoma City and then Stillwater.
bringing to light the wrongdoings of high ranking officials. Debo
also had troubles because she was a woman. She missed out on
job opportunities as a writer and as a university faculty member.
It was hard for Debo to get people to listen to her because she
was a woman. However, once people realized how talented of a
researcher and writer Debo was, she was able to publish her many
books. Student answers on what Debo’s ability to overcome these
hardships means to them will vary.
Activity #2: Much of Angie Debo’s problems in publishing
were due to her incriminating claims about state officials. Debo
always sought to tell the entire truth, not just part of it. She was
not published initially because of fear of what might happen by
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Answers developed by Travis Tindell
Activity #1: There are 373 miles between Natchez and
Hugo. Based on a walking speed of 2 miles per hour, it would
take 186.5 hours to walk between the two.
between treatment in Indian Territory as opposed to the
Deep South or elsewhere—as well as a description of the
relationship between slaves and masters. The discussion of
changes may be more varied in content, as example dictates,
to include things such as relocations and family separations,
working conditions or the immigration of Deep South
freedmen into Indian Territory.
Activity #2: Students should begin by reading black
Indian slave narratives at www.african-nativeamerican.com/
estelusti.htm, particularly the narrative of Mary Grayson.
Students should mention differences between pre- and postwar life. Any discussion of pre-war life should include some
reference to the treatment of slaves—especially distinctions
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Answers developed by Courtney Baker and Cordon DeKock
Activity #2: A “spatial poem” should be constructed as
follows: 1) Students should create a poem related to the Indian
removal. 2) Students should plan a layout on poster board that the
poem can be written over. 3) Students should use paint, cutouts,
markers or any other art resources to place the design onto the
poster board. An example of this would be laying out the words in
the shape of a map showing the routes of Indian removal, or the
face of an Indian man. Students can work alone or in groups. The
purpose of this is to emotionally connect the viewers with the
plight of the Indian people. Creativity is key!
Activity #1: The tri-fold handout should be created on
standard size computer paper or other foldable material. All six
sections of the tri-fold must be used, including a title section.
Within the tri-fold, students should create at least three separate
single paragraph boxes that tell the story of the Five Civilized
Tribes’ removal to the Indian Territory. Illustrations should be handdrawn, and each illustration should have a one-sentence caption
that relates to one of the three paragraphs. Students should use
three or more sources, one of those being the online archives of
The Oklahoman (accessible at http://nie.newsok.com/archives).
Tell students: be creative!
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Answers developed by Andrew Caldwell and Ryan Linden
Activity #1:
Clue #5: Oklahoma City
Clue #1: Idabel
Clue #6: Humma
Clue #2: Mountain Boomer
Clue #7: Black Bear
Clue #3: Spiro
Clue #8: Pawhuska
Clue #4: Coronado
The grid reveals that Angie Debo loved Oklahoma.
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Answers developed by Hunter Owen and David Tingler
Activity #1: Resources for students to use in this
of major Creek figures that students may wish to include
are Chief McIntosh, Menawa and Opothle Yahola. Important
non-Creek figures are Shawnee leader Tecumseh and U.S.
President Andrew Jackson.
activity include the Muscogee (Creek) Nation history at
www.muscogeenation-nsn.gov/index.php?option=com_co
ntent&view=article&id=10&Itemid=12 and http://ngeorgia.
com/history/creekhistory.html. Some of the highlights
that student timelines must include are: formation of the
Creek Confederacy (1500s), the Red Stick War (1813-14),
the removal treaty (1832), adoption of the Muscogee
Constitution (1867), the Dawes Commission (circa 1890s),
and the first freely elected principal chief (1971). Illustrations
Activity #2: The Project Gutenburg website at www.
gutenberg.org/etext/20785 has Oklahoma slave narratives
that can be downloaded. Others are available at www.
georgiaencyclopedia.org. Students should feel free to get
creative in writing their diary entries, including writing in the
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dialect with which they may have talked, and crumpling the
paper to make it look old and worn. Following are some of
the major differences that students should find between
the two.
White Man’s Slaves
• Often beaten to ensure maximum work was accomplished in a given day.
• Had no means of overcoming slavery; no way of becoming free except to escape.
• Treated as second-class citizens; not equal to the social class of the white man.
• Virtually no free time.
• Primarily manual labor, especially for male slaves
Indian Owned Slaves
• Given a predetermined amount of work and the remainder of time was theirs to do with as they desired.
• Many slaves used their free time so efficiently they were able to purchase their freedom.
• Work commonly included accompanying the slave’s Indian owner when they went to barter with horse
trader to enable easier verbal communication.
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Answers developed by Matt Gardner and Evan Hadaway
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Activity #1:
a) Oil.
b) A picture can be found at http://digital.library.okstate.edu/
chronicles/v015/v015p166.html. He was a Creek Indian.
c) The Great Depression.
d) Georgia and Alabama.
e) Tulsa Race Riots.
f) The Creek Indians had a pact with the U.S. that brought
them into the Civil War. The Creek Indians were famous for
never breaking their promises, and most of them joined the
Union Army voluntarily.
g) 1828; answers could vary slightly depending on the
research source.
h) The land runs caused the Tulsa population to increase
tremendously and uprooted many of the Creek Indians from
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their lands. The Creek Indians were then allotted smaller
portions of land while the white men of the land runs took
the rest.
i) A picture can be found at http://digital.library.okstate.edu/
encyclopedia/entries/O/OP003.html. He was a Creek Indian
chief who was one the most prominent Creek statesmen.
Yahola was a highly regarded speaker and leader for the
Creek Nation.
j) Even though the Creek Indians struggled with the “white
man’s” forms of government and ways of life, they still
kept strong bonds to their existing lifestyle. The Creek
Indians were reluctant to conform, and kept their own
forms of government within their settlements. There was
a principle chief and another chief elected by male voters.
There were two legislative houses – the House of Warriors
and the House of Kings. They held their elections under a
large Oak in Tulsa that were overseen by the most literate
Creek, a designated clerk. The Creeks strived to keep their
sovereignty, and eventually adopted a constitution similar to
that of the U.S.
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Answers developed by Kyle Kassen and Alicia Kirkpatrick
Activity #1: Students should visit the Encyclopedia of
Oklahoma History and Culture at http://digital.library.okstate.
edu/encyclopedia, The Oklahoman archives (accessible at
http://nie.newsok.com/archives) and use other resources to
research the presence of the Ku Klux Klan. Presentations
will vary.
Activity #2: The teacher should serve as the president
in this activity. Students should first discuss whether girls
should be allowed to vote in this government system, and
then the class should hold a vote to elect a governor. The
class should also be divided into two “towns,” each of which
should elect a mayor. The students in each town should vote
on some rules applicable to the groups, while all students
should vote on other laws that are applicable to the whole
classroom. The governor and mayors are responsible for
carrying out those laws. Depending upon the size of the
class, other positions may be created. This structure should
be used in the classroom for a period of time, possibly all
year, to help students better understand and internalize the
concepts and details of a government system.
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Answers developed by Robert Lyle
Activity #1: Answers will vary. However, some basic
concepts that students should address are: the profession
they are writing their perspective from, a clear positive or
negative view on the land runs, and the importance of the
land runs in Oklahoma history and culture.
Activity #2: Answers will vary. All answers should
include how any citizen can have an impact on the
government. They should embody constitutional ideas on
both the state and federal levels.
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Answers developed by Ryan England
Activity #1: Students should research Angie Debo’s
books as well as outside material for the significance of
various historical battles. A useful timeline of battles is
available at www.U-S-history.com/pages/h1008.html.
Students should recognize important individual battles
and the general significance of the sum of the battles, as
described here. Long before European people had arrived in
North America, the Native Americans had lived on the land
for thousands of years. Native Americans had love for the
land, which the “white man” did not understand. When the
white man first arrived, the Native Americans gave them
some land, but the white man wanted more and more. What
started the battles was the collective body of the white
man trying to take over all the land and sending the Native
Americans to reservations of their choice. Poignant battles
include the Battle of Sand Creek and the Destruction of
Black Kettle’s Village.
Activity #2: Students should be able to grasp from
this discussion or paper what annuities are and why the U.S.
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government had to pay annuities to Native Americans. One
useful online resource is http://immediateannuities.com/
annuitymuseum/annuitiesforamericanindians. Annuities are
a sum of money or trinkets that were promised to the Native
Americans for their land by the U.S. government. When
Native Americans lost their land to the U.S. government,
annuities played a significant role in their survival.
Note:
In the quote on this page of the student supplement from “A
History of the Indians of the United States,” Angie Debo is
quoting Steven Saint Vincent Benét’s poem from “Western
Star,” published in 1943 by Holt, Rinehart & Winston, Inc. The
quote in its original format reads:
They were a people beginningWith beliefs,
Ornament, language, fables, love of children
(You will find that spoken in all of the books)
And a scheme of life that worked.
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Answers developed by Michael Pierson and Michele Reed-Ajir
Activity #2: When Geronimo was taken prisoner, he signed a
Activity #1:
a) 1886
b) 15 million acres
c) Chiriahua
d) 4 acres
e) No
f) Discuss with the class why this treatment was
unprovoked and unfair.
treaty stating that there would be no more war and that he would lay down
his weapons. After Geronimo was taken from the prison and released, he
became increasingly famous. He sold a lot of his personal belongings to
people who wanted them merely for souvenirs. He also was asked if he
would like to attend the 1904 World’s Fair in St. Louis, Missouri. He was very
reluctant to attend, but was persuaded by President Theodore Roosevelt.
Many disliked Roosevelt’s attempt to include the Indians, but Geronimo
attended the fair. To his surprise, he enjoyed it very much. He rode a Ferris
wheel for the first time along with many other experiences. The idea behind
doing these things was to make the public understand that Geronimo wasn’t
a blood-thirsty savage, but indeed a human being. Later, Geronimo stated
that he enjoyed the publicity and was honored to attend these events.
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Answers developed by Jenna Dickison
Activity #1:
Materials needed
•3-4 plastic straws (varies based on the desired width)
•Ball of yarn
•Masking tape
•Scissors
•Beads (optional)
•Large needle (optional)
General steps
•First tape the straws together on the ends of one side.
•Then start with the yarn at the top and weave over and
under each straw.
•Once you get to the end of the straw, pull each loop,
starting at the bottom.
Resources
•Detailed instructions: www.needlepointers.com/
displaypage.aspx?ArticleID=35738&URL=http%3a%2f%2fww
w.kid-at-art.com%2fhtdoc%2flesson9.html
•Instructional video: www.needlepointers.com/displaypage.
aspx?ArticleID=37116&URL=http%3a%2f%2fwww.wikihow.
com%2fFinger-Weave
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Note
•This activity can be part of a competition with who makes
the most creative woven product.
Activity #2: The purpose of this activity is to help
students understand the successes and continuously
celebrated culture of American Indians despite their difficult
history that students have just learned about. Student
answers should include mention of the Bureau of Indian
Education (www.bie.edu); the Riverside Indian School in
Anadarko (www.ris.bia.edu); tribal colleges and universities
(www.aihec.org); and Native language preservation (www.
native-languages.org and individual tribe sites). These all
represent ways that tribes and tribal members have held
onto and helped to grow their rich cultures within their
communities, and developed contributions to society
at large.
19 Answers developed by Lauren Sturgeon and Tanner Sunderland
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